| Abstract [eng] |
Educational change is influenced by constant changes of economy, social and information technology in the world. The National Education Strategy of 2013-2020 states that the purpose of education is best achieved in that case when educational institutions and educators working in them adapt to new conditions, are open to changes and respond faster to them than others. On one side, there is a number of studies in the literature related to the changes that occur in the context of globalization, leadership, learning organization, experiential training. However, the perception, expression and value of research that analyzes the involvement of educators with a successful future in education are not enough. There are set goals and strategies for participation of educational institutions for changes in papers such as strategy of progress of Lithuania “Lithuania 2030”, state education strategy for 2013-2022 and in a good school concept (2015). Though, the 2018 annual report of the National Agency for Evaluation of Schools reveals that one third of educators follow the traditional (impact) paradigm. In addition, there also occur lack of competence to differentiate education, weak areas of collegiality and cooperation. Therefore, students’ results tend to decrease. In this context, the aim is to find out how educators are involved in the process of change. The object of the research is teachers participation in change. The aim of the study is to develop a theory based on the involvement of educators in change. The Objectives of this paper are as follow: To reveal theoretical approaches to the expression and possibilities of teacher participation in change. To study the expression and possibilities of teachers' participation in change. To develop the parameters of pedagogical participation based on the theory of change This work is based on a lifelong learning approach that includes continuous learning and empowers a person to become open to change. The methods of the research: a review of literature, evaluating existing scientific sources, including information on the subject of the study and semi-structured interviews. The data is analyzed with reference to methodological procedures of the underlying theory. The results of this work show that the influence of organizational level on teachers change is expressed through the positive promotion of leaders and colleagues, as well as through constructive criticism. Also, activation of personal level changes takes place through self-cognition teaching and reflection. Teachers feel the stimuli of change in a sufficiently limited environment and are dependent on the leadership of the head. As a result, teachers realize that in response to changes, they must develop general competences (learning to learn, planning, reflecting, maintaining continuous personal development), didactic competencies, and follow a lifelong learning strategy. Overall, there is revealed that while experiencing states of perception and correction of error, the general competences of educators are improving. |
